Dimensions of education in the information and digital reality: creativity, knowledge and freedom

Abstract

The transition from an extensive to an intensive type of economy is determined by the demand for a free, creative and thinking person, which requires a rethinking of the role and essence of education as a practice of liberation and development of human subjectivity. Analysis of recent research and publications. The research is based on the works of Aristotle, I. Kant, H. Hegel, P. Freire, V, Limonchenko, G. Biest, M. Kultaeva, S. Fuller, J.-F. Lyotard and D. Dewey. The purpose of the article is to carry out an analysis of the perspectives of the constitution of education as a practice of human liberation in the conditions of the dynamics of information and digital reality. Description of the main material. As a result of the peculiarities of the circulation of knowledge in the information world, information is externalized in relation to the one who “knows”. This means that the process of knowing and learning today is less and less connected with the development of the personality and the search for truth. Conclusions. The article substantiates that the implementation of education as a practice of liberation and human development requires going beyond the focus on highly specialized knowledge. Education as a purposeful development of human subjectivity is complicit in freedom, which involves the involvement of an individual in a common cause.